【摘要】：在英語學(xué)習(xí)中,學(xué)生的寫作能力是綜合語言表達(dá)能力的重要體現(xiàn)。然而,學(xué)生在英文寫作的過程中經(jīng)常出現(xiàn)或多或少的錯(cuò)誤。通過對(duì)教師書面糾正性反饋的研究,探討其是否能減少學(xué)生的英文寫作錯(cuò)誤,如果能減少,對(duì)于高中生和高職生而言,他們的哪種錯(cuò)誤在哪種糾正性反饋下更能有效地減少。首先,通過問卷調(diào)查,從態(tài)度看法、糾錯(cuò)需求、方式需求及有效程度等維度,了解南京高淳高級(jí)中學(xué)和南京工程高等職業(yè)學(xué)校學(xué)生的整體寫作現(xiàn)狀。然后,對(duì)南京高淳高級(jí)中學(xué)和南京高等職業(yè)學(xué)校2015級(jí)的各一個(gè)班進(jìn)行實(shí)驗(yàn)。將每個(gè)班的學(xué)生各分成3組,直接反饋組、間接標(biāo)注反饋組和間接劃線反饋組。借鑒Carl James的錯(cuò)誤分類方式,將學(xué)生的英文寫作錯(cuò)誤分為本體錯(cuò)誤、詞匯錯(cuò)誤、語法錯(cuò)誤和語篇錯(cuò)誤,進(jìn)行英文寫作錯(cuò)誤的量化統(tǒng)計(jì)。最后,利用EXCEL和SPSS19.0統(tǒng)計(jì)軟件對(duì)高中生和高職生各類寫作錯(cuò)誤的前后測(cè)進(jìn)行對(duì)比分析。聯(lián)系“強(qiáng)化”、“注意”等心理學(xué)的相關(guān)理論,對(duì)問卷數(shù)據(jù)和實(shí)驗(yàn)數(shù)據(jù)進(jìn)行分析討論,研究發(fā)現(xiàn):(1)直接反饋有助于高中生的英文寫作的減少,兩種間接反饋有助于高職生的英文寫作錯(cuò)誤的減少;(2)本體錯(cuò)誤和語篇錯(cuò)誤為最易糾正的錯(cuò)誤,考慮到教師的時(shí)間和精力的投入以及學(xué)生的關(guān)注程度,采用間接劃線反饋?zhàn)詈?(3)詞匯錯(cuò)誤在三種反饋方式下無明顯改善,需要進(jìn)一步研究探討。希望本文的研究成果對(duì)英語教師的英語教學(xué)以及高中生、高職生的英語寫作提供幫助。
[Abstract]:In English learning, students' writing ability is an important embodiment of comprehensive language expression. However, students often make more or less mistakes in the process of English writing. Through the research of teachers' written corrective feedback, this paper discusses whether it can reduce students' English writing errors, and if they can, which kind of errors can be reduced more effectively for high school students and vocational students under which kind of corrective feedback. First, through the questionnaire survey, from the attitude view, the error correction demand, the way demand and the effective degree and so on dimension, understands the Nanjing Gaochun high school and the Nanjing engineering higher vocational school student's overall writing present situation. Then, an experiment is carried out on each class of 2015 of Nanjing Gaochun High School and Nanjing higher Vocational School. Students in each class were divided into three groups: direct feedback group, indirect tagging feedback group and indirect underlined feedback group. Using Carl James's error classification method for reference, students' English writing errors are classified into ontology errors, lexical errors, grammatical errors and textual errors, and the quantitative statistics of English writing errors are carried out. Finally, using EXCEL and SPSS19.0 software, the author makes a comparative analysis of all kinds of writing errors in high school students and vocational college students before and after testing. Based on the relevant theories of psychology, such as "reinforcement" and "attention", the questionnaire data and experimental data are analyzed and discussed. The results show that: (1) Direct feedback contributes to the reduction of English writing among senior high school students. Two kinds of indirect feedback contribute to the reduction of English writing errors of vocational college students; (2) Noumenon errors and textual errors are the most easily corrected ones. Considering the teachers' time and energy and the students' attention, indirect underlined feedback is the best. (3) the lexical errors have no significant improvement in the three ways of feedback. Further research is needed. It is hoped that the results of this paper will be helpful to the English teaching of English teachers as well as to the English writing of senior high school students and vocational students.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3;G633.41

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本文編號(hào)：2358606